This study describes the backgrounds, diversity training, and professional perspectives reported by 154 Colorado speech-language pathologists in serving children from culturally and linguistically diverse (CLD) backgrounds. The authors compare the results of the current survey to those of a similar survey collected in 1996. Respondents reported that they were comfortable working with racially and culturally diverse students, but they felt less competence when working with linguistic minorities. They also reported using standardized English assessment less frequently with CLD students and reported using professionals for interpretation more often than family members. However, respondents also reported less confidence when using interpreters and reported that they had challenges in accessing interpreters. Challenges included a shortage of appropriate assessment tools and a lack of normative information about language development in linguistically diverse children. Based on these results the authors describe implications and future directions to continue to improve services to children from CLD backgrounds.

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The short-form INV-II and M3L-W demonstrated highly satisfactory classification accuracy of ELDs, but M3L-W demonstrated slightly stronger accuracy. These results indicate that these measures may be useful in screening for ELDs in Spanish-speaking toddlers.